National Test Performance of Young Australian Children with Additional Educational Needs

Autor/inn/en	Dempsey, Ian; Davies, Michael
Titel	National Test Performance of Young Australian Children with Additional Educational Needs
Quelle	In: Australian Journal of Education, 57 (2013) 1, S.5-18 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944112468700
Schlagwörter	National Competency Tests; Foreign Countries; Young Children; Special Needs Students; Students with Disabilities; Testing Accommodations; Educational Policy; Mathematics Achievement; Reading Achievement; Elementary Secondary Education; Private Schools; Catholic Schools; Public Schools; Australia + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Politics of education; Bildungspolitik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Private school; Privatschule; Katholische Schule; Public school; Öffentliche Schule; Australien
Abstract	While the national testing of Australian school students is now well-entrenched, the educational outcomes of students with additional needs in this country are unknown. Students with a disability may be exempted from national testing and, in the absence of consistent standards for test accommodations and alternative tests, Australian educational authorities continue to be unaccountable for these students. Using secondary data from the Longitudinal Study of Australian Children, it is estimated that 12.3% of study children had additional educational needs (predominantly learning disabilities, emotional and behavioural disabilities and autism) that required specialist services. More than a third of students with additional needs did not participate in national testing. Those students with additional needs who did participate performed at a significantly lower level in comparison to students without additional needs. Further, students with additional needs in public schools were much more likely to have poorer academic outcomes than their counterparts in the Catholic and Independent education sectors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01